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Standard Number 3.6.2: The institution ensures that its graduate instruction and resources foster independent learning, enabling the graduate to contribute to a profession or a field of study.Full Compliance Although Georgia Southern University educates a largely undergraduate population [for Fall 2003, undergraduate students represented 87.2% of the University’s enrollment (n=13,696/15,704)], the University has heightened its commitment toward expanding the breadth, depth, and academic quality of its graduate programs—especially targeted to serving society’s needs in specific professional fields in southeast Georgia.35 Additionally, it recognizes the value and necessity of independent learning skills and emphasizes research in graduate education (see Welcome message, Dr. Charles Hardy, Interim Dean Jack N. Averitt College of Graduate Studies). Furthermore, of Georgia Southern’s 2,008 graduate students (Fall 2003), only 29.5% of them are enrolled full-time.36 By far, the majority of graduate students elect to pursue their education on a part-time basis (70.5% for Fall 2003), necessitating that Georgia Southern University be especially proactive in reaching these students and ensuring that they have access to the resources they need to optimize their graduate education experience.37 The University coordinates many of the services and resources available to graduate students through the Jack N. Averitt College of Graduate Studies. The college’s web page is an important resource from which all graduate students can access information when they need it. Not only does the web page provide general information such as “Important Dates,” “Ask Gus?”—a search engine for on-campus student information and services, graduate assistantship application forms, Georgia Southern’s Electronic Thesis/Dissertation Submission guidelines, but it also articulates the respective responsibilities of graduate students, graduate faculty, and the Graduate College (see “Guidelines for Good Practice in Graduate Education”). In addition, the Graduate Student Organization (GSO) provides funding to graduate students for travel and research opportunities. Independent learning and the ability to apply knowledge gained to professional settings is best learned through research. The College of Graduate Studies values the research experience and expects that graduate students will contribute to faculty research through course work, discussions, and assistantships as well as undertake their own original contributions to knowledge through research projects, theses, and dissertations (see Welcome message, Dr. Charles Hardy, Interim Dean Jack N. Averitt College of Graduate Studies). Of the University’s 42 graduate degree programs, 42.9% (n=18) either require or recommend an intensive research experience to fulfill degree requirements (e.g., research seminar, thesis, or dissertation). Graduate assistantships are also utilized to provide graduate students with the opportunity to develop and enhance independent learning skills. For 2003-04, Georgia Southern University allocated 154 graduate assistantships among its full-time graduate students, representing 26% (n=154/592) of full-time graduate enrollment. Graduate assistantships expose students to the professional activities of their discipline. In addition, opportunities are available for other types of learning experiences on campus. The Counseling and Career Development Center offers a practicum for master’s students where students in the master’s level programs in clinical psychology and counseling receive graduate training in the profession. This two semester, 10-hour per week practicum includes training in individual counseling and psychotherapy, weekly individual supervision, and participation in a training seminar. Practicum students are trained to refine and further develop their clinical skills and function effectively in counseling centers and similar settings. Similarly, the School of Nursing in the College of Health and Human Sciences operates a primary care nursing clinic in a rural community that was without a health care provider. The School also provides primary care nursing clinics to migrant populations in four surrounding rural counties. These nursing clinic sites provide graduate students with clinical practice, service, and research opportunities as well as provide health care services to underserved areas. Two graduate level School of Nursing classes participated in outreach and clinical practice opportunities through the Rural Nursing Outreach Program in 2004 with a total of 26 students participating. Many programs also have graduate internship opportunities which provide yet another means of fostering independent learning appropriate to the discipline. For instance, the Master of Science with a major in Sport Management program offers a nine credit internship option for students whose primary interest lies in a career in the sport industry. Generally, the internship runs for a minimum of one full academic semester with students working 35 to 40-hours per week. At the conclusion of the internship experience, the student makes a presentation to the faculty on all aspects of their activities during the internship. Students who are more interested in focused research with a career in the academy can opt instead for a more traditional thesis experience. The University’s graduate programs monitor student learning outcomes as part of the regular review and assessment process to ensure that students acquire advanced knowledge, critical thinking skills, communication skills, and technological/information literacy consistent with effective professional practice and research in their field of study. Graduate program exit survey data, accumulated since 2002, indicate a high degree of satisfaction concerning the research or professional training opportunities students received in their graduate program as well as a high level of confidence in their ability to perform as a researcher and/or teacher. Resources: Policies for Graduate Assistantships
352003-2004 Fact Book, p. 31. 36 Ibid . 37Ibid. |
